The critical exploration of policy development processes employed to construct leadership qualifications is the focus of this inquiry. This exploration is made through specific application of the necessary conditions of Habermasian "practical discourse" to current dialogic procedures used to develop policies for principal, supervisory officer and teacher leadership qualifications. This exploratory inquiry illuminates current means of policy development and the enhancements required for the embodiment of the idealizing conditions of practical discourse. Situating practical discourse within policy development practices for educational leadership also broaches the broader question of establishing a suitable moral epistemology for educational institutions in pluralist societies. As such, the current inquiry represents an important step in the progress of educational governance with relevant implications for all regulatory institutions charged with the task of creating policy guidelines that shape educational leadership practices across highly diverse and culturally rich societies.